Module EDUM043 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM043: Secondary French Subject Knowledge and Pedagogy
This module descriptor refers to the 2017/8 academic year.
Module Aims
The principal aims of the module are to:
1. equip you with a comprehensive understanding of the background theory, issues and practice of the current teaching of MFL in the secondary school;
2. support you to meet the Standards required for Qualified Teacher Status; and
3. nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in content, pedagogy, learning, learners and the curriculum. This is achieved, principally, through critically evaluating current professional practice in relationship to developments in research and educational theory.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to MFL; 2. recognise pupils learning needs in MFL and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate secure subject content knowledge and pedagogical content knowledge in MFL; 4. demonstrate secure understanding of the statutory requirements of the National Curriculum for MFL. |
Discipline-Specific Skills | 5. critically evaluate the relevance of educational theory to practice; 6. synthesise relevant educational literature in support of an argument; 7. use appropriate technologies for data handling and writing in education; 8. present data and findings in a form appropriate for educational contexts; 9. use research data in support of an argument in education. |
Personal and Key Skills | 10. manage your own learning development; 11. learn effectively and be aware of your own learning strategies; 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 13. work productively in different kinds of teams (formal, informal, project based, etc.); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Buck, J and Wightwick, C (2013) Teaching and Learning Languages: David Fulton
Cook, V (2001) Second language learning and language teaching. London: Arnold
Ellis, R (2008) The Study of Second Language Acquisition. 2nd edition. Oxford: OUP
Grauberg, W (1997) The elements of foreign language teaching. Clevedon: Multilingual Matters
Grenfel, M (2002) Modern Languages across the Curriculum. London: Routledge Falmer
Kirsch, C (2011) Teaching Foreign Languages in the Primary School: Continuum
Morgan, C., Neil, P (2001) Teaching MFL – a handbook for teachers. Kogan Page.
Pachler, N (2002) Foreign Language Learning in England in the 21st Century. Language Learning Journal No. 25, pp6-11
Pachler, N., Barnes, A. and Field, K (2009) Learning to teach MFL in the Secondary School, London: Routledge
Ramage, G (2013) The Modern Languages Teacher’s Handbook: Continuum
Swarbrick, A (2002) Aspects of teaching secondary modern foreign languages London: Routledge
Williams, M. and Burden, R (1997) Psychology for Language Teachers: a social constructivist approach. Cambridge: CUP
Web based and electronic resources:
See PGCE Secondary MFL Course page on ELE (http://vle.exeter.ac.uk/)